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Littlegreen Academy

PSHE

The PSHE curriculum aims to make sure that learners are taught how to recognise risk and know where to go for help when they need it. 

To address the disconnection between safety taught in school and practically applying this out of school.

To provide targeted, specialist support for acute needs and an understanding that learning and health are linked.

Education for safeguarding will be taught using the 4 cornerstones:

Relationships & Sex Education (RSE) Digital & media Literacy (DML)

Being Safe

Online relationships & media

Feelings and attitudes

Identity

Family & Friendship, Relationships

Online Content and Critical Thinking

Self-Image, Mental Health and Wellbeing

Online Relationships and Cyberbullying

Online Reputation

Staying Safe Online

Physical Health & Wellbeing (PHWB)

Emotional Health & Wellbeing (EHWB)

Drugs, Alcohol & Tobacco

Keeping Safe & Risks

Keeping Safe & Emergencies

Hygiene & Protecting Your Health

Eating Well & Being Active

 

Emotional Resilience

Sense of self

Wellbeing

Relationships

Transition

 

There is a clear need for a proactive approach to preparing pupils — not just responding when safeguarding issues arise, but instead equipping all pupils for some of the most complex decisions they will have to make.

The curriculum will be taught through weekly timetabled lessons delivered by the class teacher.

A core E4S (Education for Safeguarding - West Sussex) curriculum that is then enhanced with learning mapped into other complementary subjects.

E4S themes woven into topics and subjects across the school

E4S themes as the core of a curriculum Schools will also want to consider mapping additional whole school / key stage assemblies, either led by staff at school or by a carefully selected external speaker or expert.

How is the subject delivered

Littlegreen Academy use recommended resources to support teaching and learning from E4S -West Sussex. The subject lead is responsible for supporting teachers and providing appropriate professional development.

The needs of the pupils are identified and then mapped to learning intentions  to build a curriculum to meet those needs.

How can the impact of the curriculum be demonstrated

Pupils have access to information from reliable and trustworthy sources responding to local needs and can ask questions.

Pupils have the skills, knowledge and understanding of how to keep themselves safe in all aspects of the world.

Pupils have high levels of respect for each other, are supportive of one another’s wellbeing and can demonstrate self-control.

Pupils to be able to recognise and link emotions to situations and be able to start to self regulate

Pupils have the vocabulary and confidence needed to keep themselves safe.

Pupils being able to know more, remember more and do more to keep themselves safe.